O uso do cubra menos 12 na ampliação da compreensão das regras de sinais nas operações com números inteiros: uma proposta didática

Abstract

This Final Course Project (FCP) aims to present a didactic proposal for mathematics teachers. It presents a lesson plan using the "Cover Minus 12" game as a pedagogical tool to enhance understanding of sign rules involving basic operations in the set of integers. The lesson plan includes questions for students to answer based on their experience with the game and to engage in dialogue and reflection with the teacher. The proposal falls within the research area of Mathematics Education, following the line of investigation of Mathematics in the final years of Elementary School and High School. The research is characterized as qualitative in its approach; exploratory in its objectives; and bibliographic in its methods. The references used for the study and development of the proposal were the works of Rêgo and Rêgo (2013) and Dias (2014). Authors such as Grando (2004) and Kishimoto (2016) were also essential to the study of games as a pedagogical tool for the classroom, as were official documents, the National Curriculum Parameters (NCP) (Brazil, 1998) and the Common Core Curriculum (BNCC) (Brazil, 2018). The lesson plan presented in this research proposes an approach that seeks to enrich the learning environment during mathematics classes, aiming to generate greater engagement between students and the concept being addressed. Thus, the proposal presented is much more than a script to be followed in the classroom; it is a flexible model that adapts to changes in the different contexts of mathematics teaching